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Abstract
This paper discusses the findings of an evaluative and interpretive study into the potential of in‐service education to improve science education in Swaziland. Short‐term and long‐term effects of an in‐service intervention are evaluated in terms of changes in classroom processes. The teaching approach of participating teachers has been monitored and analysed before, during and 1 year after the in‐service intervention, to assess whether changes occurred. The study revealed the subjective interpretations of teachers about those changes, also in relation to contextual factors. Recommendations are put forward to enhance the potential of in‐service education in comparable contexts.
Notes
1. In this article, the term “science” is used as an overall term to refer to the subjects of biology, chemistry, physics, and mathematics, unless indicated otherwise.
2. Following Bolam (Citation1982), in‐service education is defined as follows: those education and training activities engaged in by teachers, following their initial professional certification, intended to further develop their professional knowledge, skills, and attitudes in order that they can educate pupils more effectively.
3. These effect levels are further referred to in this article as Effect Levels 1–5.